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If teacher influence is high, greater sense of efficacy & better student outcomes

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Teacher efficacy is high = student achievement is high

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If leaders empower teachers, teachers empower students

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Trickle down effect

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Higher student success
Meeting Grade level standards
Having a path to follow
Drive, buy in

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Empowering students even further! Allows kids to come into conversations about what's best for them as well.

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Implications for student learning - Group 4

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Implications for student learning - Group 4

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-Teachers will know when they are successful
-Teachers can use results to assess where students are and guide next steps
-Promotes conversations and relationships within the team

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If leaders establish goals & high expectations, teachers in turn push the success of kids.
As long as we have the capacity to achieve it, clear & specific, committment

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High expectations & goals pushes our students. We want to really hold the high expectation for our students so they can get to where we need them to be.

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Focused goals help all teammates work together to reach goal.

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Data driven
Better understanding to use results to improve their practice and efficacy grows.

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When a leader does this, the student's are given a chance to have a growth mindset & reflect on what they're doing.

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Implications for student learning - Group 4

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Implications for student learning - Group 4

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-Consistency leads to results and allows time to be reflective
-Creates equity among student learning... One teacher improves and all teachers benefit through effective collaboration... ALL students benefit
-Increases buy-in from teachers with defined time for all teachers to meet

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Helps kids understand what grades/ feedback means.

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Clarity helps student achievement as well.
Students know the collective goal

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When kids are able to give feedback, they have more buy in too.

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More opportunities for mastery & vicarious experiences

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Allowing students to learn from each other
Vicarious learning from each other
celebrations
opportunities for dialogue
more data to use

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Art of Coaching teams Ch 3. Creates trust within classroom for teachers & students. Students feel more comfortable taking risks. Meaningful opportunities to get to know each other & build trust/ vulnerability.

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Ability to see different perspectives, increases critical thinking, improves social interactions within their peers - learn how to talk with one another, benefits them in the future.

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Implications for student learning - Group 4

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Implications for student learning - Group 4

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-Teachers can all see themselves as leaders
-Builds capacity
-Shared decision-making and leads to confidence with teachers

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When teachers are exposed to more collaboration, other ideas - students have more opportunities for success

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When teachers have the belief and want to be successful they will be
encourages them
motivated teachers motivate students
Celebrations

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Implications for student learning - Group 4

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Implications for student learning - Group 4

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-Student involvement - they should be part of the goal-setting process
-Buy-in with teachers through shared goals and high set expectations
-Gives confidence to teachers by helping them establish goals and reach for high expectations

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Want teacher buy-in & autonomy. BUT Double-edged sword. Don't want too many teachers to stray too far from shared goals

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Not enough buy in
may think it's unrealistic
May not be clear enough
Not consistently reviewing goal to make sure their on the right track

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The time it takes to set goals & revisit often

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Love kids to a fault, we feel for them & sometimes this gets in the way of high expectations

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-Time
-Subjective interpretation of results; can lead to blaming or making excuses
-Consistency

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Spread ourselves too thin, focus on too many things/ changes at once.

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Setting goals that are unattainable in the time we have, don't yet have the resources to support teachers with the goals we set.

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Inexperienced at interpreting data
Time
Focus on the negative
Not enough data
not equitable depending on student

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Not skewing our data, looking at it as a fact & adjusting to it & making necessary changes. Not getting too emotionally tied/ making excuses for our data

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-Can be tricky to make it meaningful
-Lack of follow through
-Relationships

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Providing high-quality feedback, high-leverage moves that actually continue our work in the right direction

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Time
Not constructive
Poor culture and climate

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Scheduling, having all necessary parties at the table at the same time

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-Some might dominate conversations or the team
-Power dynamics
-Lack of perceived success
-Asking for the wrong input
-Getting true teacher-initiated action

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Celebrations are not meaningful
Opinions/ teacher values are not considered
Not enough opportunities for leadership
Discussions without any dialogue

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Respecting people's time, agendas/protocols, whose voice is included in the protocol.

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-Lack of agreement on what is an attainable goal
-Lack of clear or specific goals
-Too many goals at once
-Unaligned to mission or vision
-Too fast too soon
-Not revisiting goals and expectations enough